1. HI!
I’m Lulu

2. Curriculum MODELS & frameworks

3. OBJECTIVES
Understand what are curriculum models and their significance
Become familiar with the Product and Process Model
Describe 5 Curriculum Model Frameworks
Study 2 main Curriculum Models (Taba and Tyler )

4. 1. What are Curriculum Models?

5. CURRICULUM CURRICULUM GUIDE CURRICULUM MODEL CURRICULUM DEVELOPMENT
What Are Curriculum Models?
To understand curriculum models we need to take a step back and talk about curriculum itself. Curriculum can be defined as a plan used in education that directs teacher instruction. Many districts and schools use a tool designed to help teachers pace their lessons, called a curriculum guide. But a curriculum and a curriculum guide don't just come out of thin air. Time and energy goes into the creation of these documents. This process is known as curriculum development.
All of these things are based on a curriculum model. A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their scho
Source:

6. HI!
I’m Nicole

7. 2. WHAT are (the perspectives of) Product and process Models?

8. PRODUCT MODEL
LEARNING PROCESS
PRODUCT

9. PROCESS MODEL
LEARNING PROCESS
PRODUCT

10. QUESTIONS ?

11. HI!
We’re Janel & Arielle

12. 3. Curriculum model frameworks

13. Subject-Centered/ Discipline Centered
Curriculum is organized around subjects
Focuses on the content of the curriculum, on certain processes, strategies, or life-skills, such as problem solving, decision making, or teamwork

14. Subject-Centered/ Discipline Centered
Corresponds mostly to the textbook written for the specific subject
Most of the schools using this kind of structure aim for excellence in the subject matter content..

16. Integrated it is about making connections
act as a bridge to increase student achievement and engaging, relevant curriculum
connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts
focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. 

17. 3 Different Approaches to Integration
Multidisciplinary Integration
Interdisciplinary Integration
Transdisciplinary Integration

18. Multidisciplinary Integration

19. interdisciplinary Integration

20. transdiscipLinary Integration

21. spiral presented several times across the span of the school year
basic concepts/ general concepts are first learned
as learning progresses, more and more details are introduced

22. spiral
related to the basics which are reemphasized/rediscovered many times for connection and mastery
as more facts and principles on each topic are encountered, the understanding grows in breadth and depth, creating a metaphorical spiral

24. Inquiry or Problem-based
focuses on a central problem or question
organizes subject matter around a problem, real or hypothetical, that needs to be solved
inherently engaging and authentic, because the students have a real purpose to their inquiry -- solving the problem.

25. Life-situations design

26. core design

27. experential
allows students to participate in real-life ways with their work such as, experimenting with hypothesis, working through problems, and finding solutions
students are actively involved
educators value the students’ experiences
comes in many shapes and sizes, e.g. outdoor education, internships, group-based learning projects

28. QUESTIONS ?

29. HI!
I’m Bev

30. 4. Taba Model of Curriculum Development

31. Hilda Taba Born: December 7, 1902 Estonian-born American Educator
Considered one of the most-significant contributors to the fields of intergroup education and curriculum design.
Taba was introduced to Progressive education ideas at Tartu University by her philosophy professors.
She also studied with the philosopher John Dewey, whose thought was influential in her later work.
She wrote a book entitled Curriculum Development: Theory and Practice (1962).
Hilda Taba Born: December 7, Estonian-born American Educator

32. The Taba Model- Grass-roots rational
Hilda Taba followed the grass-roots approach in developing curriculum.
Inductive approach rather than traditional deductive. 
The Taba approach believes in allowing the curriculum to be authored by the users (teachers) versus the district supervisors of the implementation of the curriculum.
The main idea to this approach is that the needs of the students are at the forefront of the curriculum.

33. Step 1:
Diagnose of needs:
The teacher (curriculum designer) starts the process by identifying the needs of the students for whom the curriculum is to be designed.
Step 2:
Formulation of objectives:
After the teacher has identified needs that require attention, he/she specifies objectives to be accomplished.

34. Step 3:
Selection of content :
The objectives selected or created suggest the subject matter or content of the curriculum. Objectives and content should be match.
Step 4:
Organization of content :
A teacher cannot just select the content, but must organize in some type of sequence, taking learner maturity into consideration, learners academic achievements and their interests.

35. Step 5:
Diagnose of needs:
Content must be presented to students and they must engage the content. Here, the teacher selects instructional methods that will involve the students with the content.

36. Step 6:
Organization of learning experience:
Learning activities are sequentially organized by content and differentiated for each student.
Step 7:
Evaluation and means of evaluation:
Evaluation of objectives should be done to determine if they have been accomplished then revisions/adjustments are made. Evaluation procedures need to be considered by the teacher and students.

37. QUESTIONS ?

38. HI!
I’m Claudia

39. 5. Tyler Model of Curriculum Development

40. Ralph W. Tyler April 22, 1902 Chicago, Illinois American Educator
His influence was especially felt in the field of testing, where he transformed the idea of measurement into a concept that he called evaluation
He designed the ‘Basic Principles of Curriculum and Instruction’, a course syllabus used as a basic reference for curriculum and instruction development.
Ralph W. Tyler April 22, Chicago, Illinois American Educator

41. 4 questions/ principles in curriculum development
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that will likely attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether the purposes are being attained?

42. Defining Objectives of the Learning Experience
educational objectives originate from three sources:
studies of society, studies of learners, and subject-matter specialists
the steps of selection and organization of learning experiences as the means for achieving outcomes
 Thus, according to Tyler, curriculum evaluation is the process of matching initial expectations in the form of behavioural objectives with outcomes achieved by the learner.
There are three criteria, according to Tyler  in organizing learning experiences, which are: continuity, sequence, and integration. 
Defining learning experience
FEEDBACK
reform
Organizing of Learning Activities for Attaining the Defined Objectives
Evaluation and Assessment of the Learning Experiences

43. CONCEPTS WE TACKLED
Defining Curriculum models
Understanding Product and Process Model
5 Curriculum Model Frameworks
2 main Curriculum Models (Taba and Tyler )

44. The mediocre teacher tells. The good teacher explains
The mediocre teacher tells.  The good teacher explains.   The superior teacher demonstrates.  The great teacher inspires. 
-William A. Ward

45. Thanks!
Any questions?

46. References
Linde, S. (2017). Types of Curriculum Models - Video & Lesson Transcript | Study.com. [online] Study.com. Available at: .
Maheshwari, V. (2015). Ralph W. Tyler (1902–1994)- Curriculum Development Model. [online] Vkmaheshwari.com. Available at: .
O’Neill, G. (2010). Programme Design. [online] UCD Teaching and Learning. Available at: .
Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopaedia of informal education,
LINKS: